<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<meta http-equiv="content-type" content="text/html; charset=iso-8859-1" />
 <link rel="stylesheet" href="../../estilos_2010.css" type="text/css" media="screen" />
 <title>Cursos de Idiomas - Extensi&oacute;n Universitaria | Facultad de Derecho - Universidad de Buenos Aires</title>
 <script type="text/javascript">
window.onload = function () {
	var tabla = document.getElementById('TablaCebra');
	var filas = tabla.getElementsByTagName('tr');
	for (var i=0; i<filas.length; i++) {
		var par = i % 2;
		if (par == 1) {
			filas[i].className = 'tablaResaltado';
		}
	}
}
</script>
</head>
<body>
<div id="content">
 
  <div class="cabecera">
   <?php require_once('../../include/inc_top.php'); ?>
 </div>
  <div style="padding-top:8px;"></div>
 <div class="contenido">
  <div class="sector"><?php require_once('../enc_menu/enc_sup_sec_extension.php'); ?>  </div>
  <div style="padding-top:1px; background-color: black;"></div>


  <div style="padding-top:6px;"></div>
  <div class="arbol"><?php require_once('enc_menu/enc_sup_sub_index_cur_extension_idiomas.php'); ?></div>
  <div style="padding-top:2px; background-color: white;"></div>
 </div>

<div style="clear: both;"></div>
<div class="menu_izq">

<?php require_once('enc_menu/men_index_der.php'); ?>

  <div style="padding-top:2px; background-color: white;"></div>
<div style="padding-top:2px; background-color: white;"></div>

 </div>
<div class="contenido_pagina-col2">
   <h1>Ingl&eacute;s - Nivel                 1 </h1>
   <strong>BOOK USED:</strong> TOP NOTCH 1A
   <p><strong>Unit 1: Getting Acquainted</strong></p>
   <ul>
     <li>Comunication Goals</li>
     <li>Vocabulary:	&bull;	Meet someone new<br />
       &bull;	Identify and describe people<br />
       &bull;	Provide personal information<br />
       &bull;	Introduce someone to a group</li>
     <li>&bull;	Usage of formal titles<br />
       &bull;	Positive adjectives to describe people<br />
       &bull;	Personal information<br />
       &bull;	Counties and nationalities</li>
     <li>Grammar: <br />
       &bull;	Information questions with be (review and common errors)<br />
       &bull;	Modification with adjectives (review)<br />
       &bull;	Yes / No questions and short answers with be (review)<br />
       GRAMMAR BOOSTER<br />
     </li>
     <li>Conversation Strategies:</li>
     <li> &bull;	Be: usage and form (review)<br />
       &bull;	Be: common errors<br />
       &bull;	Possessive nouns and adjectives (review)<br />
     </li>
     <li>&bull;	Begin responses with a question to confirm<br />
       &bull;	Use Let&rsquo;s to suggest a course of action<br />
       &bull;	Ask personal questions to indicate friendliness<br />
       &bull;	Intensify an informal answer with sure<br />
       Listening/ Pronunciation: <br />
       Listening Skills:<br />
       &bull;	Listen for details<br />
       &bull;	Infer Information<br />
       Pronunciation:<br />
     </li>
     <li>Reading:	&bull;	Intoniation of questions </li>
     <li>Text:<br />
       &bull;	An enrollment form<br />
       &bull;	Personal profiles<br />
       &bull;	A photo story<br />
       Skills/strategies:</li>
     <li>Writing:	&bull;	Infer information<br />
       &bull;	Scan of facts</li>
     <li>Task:<br />
       &bull;	Write a description of a classmate<br />
       WRITING BOOSTER<br />
       &bull;	Capitalization<br />
     </li>
   </ul>
   <p><strong>Unit 2: Going out</strong></p>
   <ul>
     <li>Comunication Goals:<br />
       &bull;	Accept or decline an invitation<br />
       &bull;	Express locations and give directions<br />
       &bull;	Make plans to see an event<br />
       &bull;	Talk about music tastes<br />
       Vocabulary:	&bull;	Music genres<br />
       &bull;	Entertainment and cultural events<br />
       &bull;	Locations and directions<br />
       Grammar: <br />
     </li>
     <li> &bull;	Prepositions of time and place<br />
       &bull;	Questions with When, What time, and Where (review)<br />
       GRAMMAR BOOSTER<br />
       &bull;	Prepositions of time and place: usage</li>
     <li>Conversation Strategies:	&bull;	Use Really? To express enthusiasm<br />
       &bull;	Provide reasons to decline an invitation<br />
       &bull;	Use too bad to express disappointment<br />
       &bull;	Repeat with rising intonation to confirm information<br />
       &bull;	Use thanks, anyway to acknowledge an unsuccessful attempt to help <br />
       Listening/ Pronunciation: <br />
       Listening Skills:<br />
       &bull;	Infer a speaker&rsquo;s intention<br />
       &bull;	Listen for main ideas<br />
       &bull;	Listen for details<br />
       &bull;	Listen for locations<br />
       Pronunciation:<br />
  &bull;	Rising intonation to confirm information<br />
       Reading:</li>
     <li>Writing:	Text:<br />
       &bull;	A music website <br />
       &bull;	An entertainment events page<br />
       &bull;	Authentic interviews<br />
       &bull;	A survey of musical testes<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Interpret a maps and diagrams<br />
       &bull;	Identify supporting details<br />
       &bull;	Make personal comparisons</li>
     <li>Task:<br />
       &bull;	Write a short personal essay about one&rsquo;s musical tastes<br />
       WRITING BOOSTER<br />
       &bull;	The sentence<br />
     </li>
   </ul>
   <p><strong>Unit 3: The extended family</strong></p>
   <ul>
     <li>Comunication Goals:<br />
  &bull;	Report news about relationships<br />
  &bull;	Describe extended families<br />
  &bull;	Compare people<br />
  &bull;	Discuss family cultural traditions<br />
       Vocabulary:	&bull;	Extended family relationships<br />
  &bull;	Marital status<br />
  &bull;	Relatives by marriage<br />
  &bull;	Describing similarities and differences<br />
       Grammar: <br />
     </li>
     <li> &bull;	The simple present tense (review):<br />
       &#61607;	Affirmative and negative statements<br />
       &#61607;	Yes / No questions<br />
       &#61607;	Information questions<br />
       &#61607;	Common errors<br />
       GRAMMAR BOOSTER<br />
       &bull;	The simple present tense:<br />
       &#61607;	Usage, form, common errors<br />
       &#61607;	Questions with Who<br />
       Conversation Strategies:	&bull;	 Use Actually to introduce a topic<br />
       &bull;	Respond to good news with Congratulations!<br />
       &bull;	Respond to bad news with I&rsquo;m sorry to hear that<br />
       &bull;	Use thanks for asking to acknowledge an inquirly of concern<br />
       &bull;	Use Well to introduce a lengthy reply<br />
       &bull;	Ask follow-up questions to keep a conversation going<br />
       Listening/ Pronunciation:	Listening Skills:<br />
       &bull;	Infer information<br />
       &bull;	Understand key details <br />
       &bull;	Identify similarities and differences<br />
       &bull;	Listen to take notes<br />
       &bull;	Listen for main ideas<br />
       &bull;	Listen for details<br />
       Pronunciation:<br />
       &bull;	Blending sounds<br />
       Reading:<br />
     </li>
     <li>Writing:	Texts:<br />
       &bull;	Family tree diagrams<br />
       &bull;	A self-help website<br />
       &bull;	A cultural-information survey<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Interpret a diagram<br />
       &bull;	Confirm facts<br />
       &bull;	Infer information<br />
     </li>
     <li>Task:<br />
       &bull;	Make a Venn diagram<br />
       &bull;	Compare two people in family<br />
       WRITING BOOSTER<br />
       Combining sentences with and or but<br />
     </li>
   </ul>
   <p><strong>Unit 4: Food and Restaurants</strong></p>
   <ul>
     <li>Comunication Goals:<br />
  &bull;	Ask for a restaurant recommendation<br />
  &bull;	Order from a menu<br />
  &bull;	Speak to a server and pay for a meal<br />
  &bull;	Discuss food and health<br />
       Vocabulary:	&bull;	Parts of a meal<br />
  &bull;	Categories of food and drink<br />
  &bull;	Communicating with a waiter or waitress<br />
  &bull;	Adjectives to describe the healthfulness of food<br />
       Grammar: <br />
     </li>
     <li> &bull;	There is and There are with count and non-count nouns<br />
       &bull;	Anything and Nothing: common errors<br />
       &bull;	Definite article the: usage<br />
       Conversation Strategies:	&bull;	Use Could you&hellip;? To make a polite request<br />
       &bull;	Use Sure to agree to a request<br />
       &bull;	Clarify a request by asking for more specific information<br />
       &bull;	Indicate a sudden thought with Actually<br />
       &bull;	Use I&rsquo;ll have to order from a server <br />
       &bull;	Increase politeness with please<br />
       Listening/ Pronunciation:	Listening Skills:<br />
       &bull;	Listen to take note<br />
       &bull;	Infer the location of a conversation<br />
       &bull;	Listen to predict<br />
       Pronunciation:<br />
       &bull;	The before consonant and vowel sounds<br />
       Reading:<br />
     </li>
     <li>Writing:	Texts:<br />
       &bull;	Menus<br />
       &bull;	A nutrition website<br />
       &bull;	A photo story</li>
     <li>Skills/strategies:<br />
       &bull;	Interpret a map<br />
       &bull;	Understand from context<br />
       &bull;	Infer information<br />
     </li>
     <li>Task:<br />
       &bull;	Write a short article about food for a travel newsletter<br />
       WRITER BOOSTER<br />
       &bull;	Connecting words and ideas: and, in addition <br />
     </li>
   </ul>
   <p><strong>Unit 5: Technology and you</strong></p>
   <ul>
     <li>Vocabulary:	&bull;	Menu items<br />
       &bull;	Categories of food<br />
       &bull;	What to say to a waiter or waitress<br />
       &bull;	Food and health<br />
       Comunication Goals:<br />
  &bull;	Suggest a brand or model<br />
  &bull;	Express frustration and sympathy<br />
  &bull;	Describe features of products<br />
  &bull;	Complain when things don&rsquo;t work <br />
       Vocabulary:	&bull;	Electronic products<br />
  &bull;	Household appliances and machines<br />
  &bull;	Features of manufactured products<br />
  &bull;	Ways to state a problem<br />
  &bull;	Ways to sympathize<br />
  &bull;	Positive and negative adjectives<br />
       Grammar: <br />
     </li>
     <li> &bull;	The present continuous (review):<br />
       &#61607;	Actions in progress and future plans<br />
       &#61607;	Statements and questions<br />
       GRAMMAR BOOSTER<br />
       &bull;	The present continuous: form and spelling rules<br />
       Conversation Strategies:	&bull;	Use Hey or How&rsquo;s it going for informal greeting <br />
       &bull;	Use What about&hellip;? To offer a suggestion<br />
       &bull;	Use Really? To indicate surprise<br />
       &bull;	Use You know to introduce a topic<br />
       &bull;	Express sympathy when someone is frustrated<br />
       Listening/ Pronunciation:	Listening Skills:<br />
       &bull;	Listen to predict<br />
       &bull;	Infer meaning<br />
       &bull;	Listen for details<br />
       Pronunciation:<br />
       &bull;	Intonation of questions<br />
       Reading:<br />
     </li>
     <li> Texts:<br />
       &bull;	Newspaper advertisements<br />
       &bull;	A magazine ad for a new product<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Understand from context<br />
       &bull;	Activate language from text<br />
       Writing:	Task:<br />
       &bull;	Write a paragraph describing a product<br />
       WRITING BOOSTER<br />
       &bull;	Placement of adjectives<br />
     </li>
   </ul>
</div>

<div class="cleaner"></div>
</div>
<div class="cleaner"></div>
        <div class="pie">
        <div style="padding-top:2px; background-color: white;"></div>
         <?php require_once('../../include/inc_pie.php'); ?>

</div>
</body>
</html>
